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ERIC Number: ED486325
Record Type: Non-Journal
Publication Date: 2004
Pages: 60
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: N/A
Teacher Leaders for Mathematics Success (TL=MS). Final Evaluation Report
Fancsali, Cheri
Academy for Educational Development
Teacher Leaders for Mathematics Success (TL=MS) is a five-year project designed to build the capacity of Bronx teachers and schools in supporting continued improvement in mathematics education for all students in a standards-based environment. The project, implemented by the Institute for Literacy Studies at Lehman College and funded by the National Science Foundation, seeks fundamental educational change by enhancing the understanding of mathematics content, standards-based curriculum, and performance standards, as well as student-learning strategies among teachers, principals, and other administrators. The project facilitates discourse about and reflection on the relationships between content knowledge, pedagogy, student learning, and school change. Its goal is to create conditions for institutionalizing teacher leaders as agents for instructional reform in mathematics within schools and districts. It is founded on the notion that the "effectiveness of mathematics teaching and learning is a function of teachers' knowledge and use of mathematical content, of teachers' attention to and work with students, and of students' engagement in and use of mathematical tasks" (National Research Council, 2001). Working with three cohorts of approximately 20 schools and 80 teacher and administrator participants each, the project is organized around three levels of activities across three years for each participating cohort. This report presents findings from all five years of the evaluation but focuses on results from the final teacher survey and pre-post student assessment data. Findings were triangulated with results from earlier data collection efforts. Findings indicated that the impact of TL=MS on teachers was deep--affecting their comfort level with teaching mathematics as well as their content and pedagogical knowledge around teaching mathematics. Further, more than just increasing or decreasing their knowledge and their use of specific practices, teachers described changes in their whole approach to mathematics instruction. (Includes 3 Appendices, 17 Tables, and 6 Figures.)
Academy for Educational Development, 100 Fifth Avenue New York, NY 10011. Tel: 212-243-1110; Fax: 212-627-0407 Web site: http://www.aed.org/scs.
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Academy for Educational Development, Inc., New York, NY.